supporting tiriti-based curriculum delivery in mainstream early ...

action research cycles. How this blend is used in Case Study Three forms an
important dimension of this chapter, and indeed of this thesis, because it
demonstrates action development in practice.
3.3 Moving from Action Research to Appreciative Inquiry
One reason for considering action research was because it is “influential in
early childhood in New Zealand” (Nuttall, 2003a, p. 180). The fact that action
research is influential could be attributed to the fact that it represents a form of
inquiry with which early childhood teachers are generally expected to be familiar.
Indeed, action research is embodied within the model that the Ministry of
Education has suggested early childhood centres should use for self-review
(Ministry of Education, 1999).
However, for this study, action research was also considered and selected
as a methodology because the processes involved in undertaking this form of
research seemed to be appropriate. This was because in particular, the processes
implicit within action research seemed to advocate a form of teacher participation
that enabled power-sharing; it gave voice to and emancipated participants whilst
honouring a feminist approach. For these reasons action research was selected as
the initial methodology, albeit nested within the case study approach, which is
discussed in the following chapter.
According to Wellington (2000, p. 21) the “key aim of action research is
to bring about critical awareness, improvement and change in a practice, setting or
system. It therefore involves reflection, planning and action as key elements”.
Action research, being a familiar model for teachers could, therefore, I reasoned,
enhance Tiriti-based practice.
Henry and McTaggart (1996) further define action research as “a form of
collective self-reflective enquiry undertaken by participants in social situations in
order to improve ... their own social (or educational) practices” (p. 7). Action
research, as defined by these authors, made it an appropriate method to assist
centres struggling to implement Tiriti-based curriculum.
One aim of action research within this study was for the participants to
become empowered as they enhanced their participation in Tiriti-based
programmes, which I considered would at the same time benefit the children in the
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